The purposes of this study were to explore the effects of reciprocal instruction on EFL reading comprehension and metacognition of the ninth-grade students in junior high school. The researcher employed ¡§ET-RT model¡¨ (explicit teaching before reciprocal teaching). The students received the four strategies before the dialogues started. A quasi-experimental study was used. The research subjects were 68 students of two classes from a junior high school in Kaohsiung City. The experimental group was stratified randomly and received the reciprocal instruction, whereas the control group received the traditional instruction. The experiment was implemented in a 9-week session, 2 times a week, with each time 45 minutes of reciprocal teaching instruction. Before and after the experiment, both groups took the test of English reading comprehension, the questionnaire of reading metacognition and the questionnaire of reciprocal instruction. The data were analyzed by t-test and a one-way ANCOVA. The major findings of the study were as following¡G 1. The reciprocal instruction has significantly immediate and continued effects on English reading comprehension of the ninth-grade students. 2. The reciprocal instruction has significantly immediate and enlarged effects on reading metacognitive capability of the ninth-grade students. 3. Most of the students in the experimental group believed that reciprocal teaching promoted their English reading comprehension and interests of reading.